Pedagogia dialógica e pedagogia da escuta: pressupostos e convergências formativas

Abstract

The general objective of this course completion work (CCW), whose theme is Dialogical Pedagogy and Listening Pedagogy: assumptions and formative convergences, is to understand the assumptions and theoretical-formative convergences between Paulo Freire's Dialogical Pedagogy and Loris Malaguzzi's Listening Pedagogy. The central problem that we tried to answer throughout this work was: What are the theoreticalformative convergences between Dialogical Pedagogy and Listening Pedagogy? In order to answer this main question, two others were necessary: What are the theoretical-philosophical assumptions of Dialogical Pedagogy and What are the theoretical-philosophical assumptions of Listening Pedagogy? Our research is inserted in the field of qualitative research that was carried out through a bibliographical survey. We searched classical and contemporary literature on Paulo Freire' s theories and Loris Malaguzzi' s theories, as well as the authors themselves, for the theoretical foundations of this work, which is divided into three chapters. In the first, we aimed to understand Paulo Freire's life, work, and thought based on his theory of education. To this aim, we selected the study of: Pedagogia da Esperança (2021a), Educação como Prática da Liberdade (2021b), Pedagogia do Oprimido (2021c) e Pedagogia da Autonomia (2021d). Other authors, scholars of Paulo Freire, were surveyed. They are: FREIRE (1998; 2018); BEISIEGEL (2010); GADOTTI (1996); KOHAN (2019) and SÍVERES (2016). In the second chapter, we seek to understand and learn more about Loris Malaguzzi's Pedagogy of Listening: his life, work, and thought. We did so through the theoretical contributions: MALAGUZZZI (1999); PLANILLO (2014; 2020); SILVA (2021); EDWARDS, GANDINI, FORMAN (1999; 2016), RINALDI (2021); FRIEDMANN (2019; 2020) and AGOSTINHO (2015). Thus, from the study of both theories and understanding of the life and work of these two important theorists we proposed, in the third chapter, to point out the theoretical formative convergences in both Pedagogies. In pointing out these convergences, we listed some categories that were analyzed: philosophical assumptions, society, subject and education, dialogue and listening, autonomy, educator and teaching. In conclusion, there is a convergence between Dialogical Pedagogy and Listening Pedagogy that materializes in the conceptions assumed in the categories listed above. Pedagogies that understand society and the subject as a process of construction; education as a political act capable of potentiating the action of subjects in the world; subjects as historical-social beings, dialogue and listening as inherent to the human condition, and the importance of a teaching that values and respects the students to be done through dialogue and listening, in order to provide the development of critical, autonomous, democratic, ethical, and free people.